Those with high-tech products to sell, no matter if their
vision is cynical or genuine, are able to exercise a tremendous
influence over our society. They have convinced us that broken
software is to be expected, and a fix will be out soon; that a new
computer every few years is necessary; and that children need to
use computers practically from infancy. And their influence is not
limited to consumer-users. Because of the conventional wisdom that
“high-tech” is responsible for the current economic boom, they
also have a strong influence on political, educational and legal
figures, for example, selling the notion that copyright of software
is a special legal form requiring special criminal provisions not
previously needed, or pushing for the adoption of multimedia-based
educational tools of uncertain educational value.

It is therefore becoming increasingly important to
consciously debate and consciously control the effect of computing
on culture. Fortunately, there is a growing literature of computer
contrarian books that argue against the conventional wisdom of
computer software design and deployment. The literature I am
writing of is not about software engineering, but rather the
purposes to which software is put and the way it is developed for
human use. Still, it is amazing that none of these books are
written by the key open-source players. Perhaps the open-source
activists are too busy building the tools of the revolution to
worry about how those tools are being used.

Two recent examples of computer contrarian books are
High Tech Heretic by Clifford Stoll and
In the Beginning Was the Command Line by Neal
Stephenson. These are notable because they were both written by
experienced authors who love and are experienced in computing, and
whose previous successes in techno-book writing has made them
somewhat famous among members of the hacker community. Both authors
set out to challenge dominant ideas in our current culture of
computing, using dramatic images and emotional rhetoric rather than
through a data-driven discussion.

In High Tech Heretic, Stoll argues
against the whole notion of ubiquitous computing, against the idea
that computers not only can but should cause fundamental changes in
the way we do everything. The misguided deployment of computers and
Internet connections in schools earn his special ire, as these
technologies may displace other important and effective educational
practices, and they certainly displace a significant budget that
might be better spent on teachers. Stoll writes by telling stories,
creating visions of creative, messy, hands-on education being
displaced by sterile virtual busywork. Each of his stories is
designed to invoke a headshake of empathy—the tale of the small
boy whose imperfect, but unique and original paper model is ignored
by adults who are agog over a child-created display of clipart. The
overall result is compelling.

The reader is left seriously wondering whether all these
invasions of computing make sense. Is computing, especially the
simple use of computer software, really more important than art in
developing a growing intellect? Is word processing honestly an
academic subject worth serious school time? Does Powerpoint really
make a boring talk less dull? Does it even make an interesting talk
better? Stoll strives for an apparently simple, common-sense view,
so that his readers will consider the broad issue, even if they
disagree with his particulars.

It's interesting. I began my teaching career in 1983. I was a Music Educator. At the time (and unfortunately, still today), the hey-day of proposition 2 1/2, I was constantly bombarded by the question, Why is "Music" education necessary? Well, after a couple of years writing papers on this point, and another year and a half defending my profession, I changed careers and focused on the exciting, new world of computer technology. No more would I have to justify my existence. (an aside: By the way, have you noticed over the past 20 years that popular music generally has no more solo work, celebrated vocals that are usually off key, and little melody... I sometimes wonder if the cutting of many music educators has led to this effect.)

After 20 years in the professional world of I.T., I was trapped by a yearning to give back. To share my knowledge and build young minds. I returned to the 7-12 classroom as a Computer Technology instructor. Humorously, I am again confronted with the question, "Why is what you teach necessary?"

The bottom line is that computer technology is not going away. In fact, if it did, society and all of its institutions would crumble. There are events, activities, transactions that are taking place today that could not be performed solely by human hands.

In essence, as a responsible society, we must train our young to use the computer responsibly and effectively. It is easy to point out that some classrooms across the country are sitting in front of a computer mindlessly surfing the web with no educational direction. Of course this is true. But it does not flow logically that we should shut down the computer education programs because of it. That would be like shutting down the kitchen stove permanently because Mom (or Dad, of course) overcooked the meatloaf on Wednesday night! We still have to eat and the stove is a great tool, when used properly, to assist us in accomplishing that.
So, let's not be foolish. The fact is that we must learn how to educate with computers as a tool. Computers are one essential tool in the tool set. Don't just tell the kids to sit in front of a computer and make a pretty powerpoint show. Teach them how to use powerpoint effectively, then give them the task of developing, marketing a new product and presenting it to the class in a mock sales meeting. That kind of education is priceless, incorporating just about every kind of learning and learning experience that a student needs to find professional success. Just as computers have speeded our business processes they can and will speed our educational processes unless we, as educators, use them as a "filler" for an extra coffee break or yap session.
-bdp
High School Technology Instructor/ Coordinator
Worcester, MA.

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